Who's Taking What? "Applied STEM" Coursetaking for High School Students with Learning Disabilities

Autor/inn/en	Gottfried, Michael A.; Plasman, Jay; Freeman, Jennifer A.; Dougherty, Shaun
Titel	Who's Taking What? "Applied STEM" Coursetaking for High School Students with Learning Disabilities
Quelle	In: AERA Open, 7 (2021) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Plasman, Jay) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Course Selection (Students); STEM Education; Vocational Education; Enrollment; Students with Disabilities; Learning Disabilities; High School Students; Educational Legislation; Federal Legislation; Student Characteristics; Grades (Scholastic); Academic Achievement; Socioeconomic Status; Individualized Education Programs; Family Characteristics; Grade 8; Grade 9; Credits; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; STEM; Ausbildung; Berufsbildung; Einschulung; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; High school; High schools; Oberschule; Bildungsrecht; Schulgesetz; Bundesrecht; Notenspiegel; Schulleistung; Socio-economic status; Sozioökonomischer Status; Individualized education program; Individualisierendes Lernen; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Increasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses--one growing branch within career and technical education (CTE)--are designed to reinforce traditional academic STEM content and to motivate students' interests and long-term pursuits in STEM areas. That said, little is known about who takes these courses, and applied-STEM-CTE enrollment in these courses has not been explored in the research for students with learning disabilities. Using the High School Longitudinal Study (a nationally representative data set of high school students), we asked whether CTE coursetaking differed for students with learning disabilities compared with those without disabilities, and whether there were specific coursetaking differences in applied-STEM-CTE. We found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities. Yet, when looking at applied-STEM-CTE courses, we see that although students with learning disabilities earn more CTE units than students without disabilities, students with learning disabilities do not take different amounts of applied-STEM-CTE courses. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01